Spring 2013 Teaching and Learning Workshops:
How People Learn
April 9, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
Spring 2013 Teaching and Learning Workshops:
How People Learn
April 9, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction support that learning. Presented at San Diego State University on April 8, 2014.
Peter Newbury
University of California, San Diego
ctd.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
How (you can help) People Learn (using peer instruction)Peter Newbury
The patterns of "How People Learn' (NAP, 2002), what instructors should do to leverage those patterns, and why peer instruction with clickers is so effective. Presented at Orange Coast College 11/15/2013 with i>clicker.
Peter Newbury
University of California, San Diego
ctd.ucsd.edu
Presented at the Scripps Institution of Oceanography in La Jolla, California on October 31, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
How People Learn, for UCSD Biology teaching assistants.
February 5, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction with clickers supports it. Presented at CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction support that learning. Presented at San Diego State University on April 8, 2014.
Peter Newbury
University of California, San Diego
ctd.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
How (you can help) People Learn (using peer instruction)Peter Newbury
The patterns of "How People Learn' (NAP, 2002), what instructors should do to leverage those patterns, and why peer instruction with clickers is so effective. Presented at Orange Coast College 11/15/2013 with i>clicker.
Peter Newbury
University of California, San Diego
ctd.ucsd.edu
Presented at the Scripps Institution of Oceanography in La Jolla, California on October 31, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
How People Learn, for UCSD Biology teaching assistants.
February 5, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction with clickers supports it. Presented at CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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1. slides and resources: http://tinyurl.com/HowPeopleLearnCTD
CTD WEEKLY WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
Thursday, January 17, 2013
12:30 – 1:30 pm Center Hall, Room 316
3. Evidence-based teaching
We know How People Learn.1
There is research that informs us. Let’s exploit the
patterns of learning to make instruction more effective.
1. National Research Council. How People Learn: Brain, Mind, Experience, and School:
Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The
National Academies Press, 2000.
Available on-line (for free) at
http://www.nap.edu/openbook.php?record_id=9853&page=1
3 How People Learn
4. The traditional lecture is based on the
transmissionist learning model
4 How People Learn (Image by um.dentistry on flickr CC)
11. Constructivist theory of learning
New learning is based on pre-existing knowledge
that you hold.
You store things in long term memory through a set
of connections that are made with previous existing
memories.
Higher-level learning = brain development
T.J. Shors, “Saving New Brain Cells”
Sci. Amer. 300, 46-54 (March 2009).
11 How People Learn
12. Key Finding 1
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom.
How People Learn – Chapter 1, p 14.
12 How People Learn
13. Key Finding 2
To develop competence in an area of inquiry, students
must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a
conceptual framework, and
c) organize knowledge in ways that facilitate
retrieval and application.
How People Learn – Chapter 1, p 16.
13 How People Learn
14. Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.
How People Learn – Chapter 1, p 18.
14 How People Learn
15. Aside: metacognition
Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to them….
For example, I am engaging in metacognition if I notice
that I am having more trouble learning A than B; if it
strikes me that I should double check C before accepting
it as fact.
(Flavell1,2, 1976, p. 232)
1. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The
nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
2. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at:
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].
15 How People Learn
16. Aside: metacognition
I wonder why I wonder why?
I wonder why I wonder?
I wonder why I wonder why I wonder why I wonder?
Richard Feynman
Image: Wikimedia Commons
http://www.fnal.gov/pub/news/feynman.jpg
16 How People Learn
17. Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.
How People Learn – Chapter 1, p 18.
17 How People Learn
18. Please break into groups of 3...
Each set of cards has
3 Key Findings
3 Implications for Teaching
3 Designing Classroom Environments
TASK: Match one Implication for Teaching and one
Designing Classroom Environment to each Key Finding
18 How People Learn
20. Evolution of the Solar System
Today, we’ve been learning about the formation of the
Solar System.
Just like a geologist studies the exposed layers on a
cliff-face, we study landforms on other planets and
moons to find the chronology (sequence) of processes.
20 How People Learn
21. Clicker question
X Are features X and Y
ridges or valleys?
A) X=ridge, Y=valley
B) X=valley, Y=ridge
C) both are ridges
Y D) both are valleys
21 How People Learn
23. To learn more about peer instruction
Upcoming CTD Teaching and Learning Workshops:
January 24 Clickers 1: Intro to Peer Instruction with Clickers
January 31 Clickers 2: Writing Good Clicker Questions
February 7 Clickers 3: Click It Up a Level
To register, look for Wi13 Teaching and Learning
Workshops at ctd.ucsd.edu
23 How People Learn
24. How People Learn
Learning is not about what
professors do.
It’s about what students do!
24 How People Learn
25. How People Learn
Learning is not about what
professors do.
It’s about what students do!
Corollary: Students will not
learn (just) by listening to the
professor explain
25 How People Learn
26. The Big Picture: Ask yourself
Who is doing the work?
You or the students?
26 How People Learn
27. slides and resources: http://tinyurl.com/HowPeopleLearnCTD
CTD WEEKLY WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
Thursday, January 17, 2013
12:30 – 1:30 pm Center Hall, Room 316
Editor's Notes
The how is most important… and it also applies to teaching any course.
The how is most important… and it also applies to teaching any course.
The how is most important… and it also applies to teaching any course.